The present paper deals with the study on the visual and auditory memories from a progressive point of view.
The experiments were made by immediate memory span methods in twoways:
1) by means of nonsense syllable materials
2) by means of significant syllable materials
The instruments used were memory drums for the visual memory experiments and 12-inch records for the auditory memory experiments.
The nonsense syllable materials were seven series of words composed of combinations of consonants. Vowels (a, e, i, o, u) were omitted. The 1st series had 3 words and the 7th, 9 words.
The significant syllable materials were 13 series of sentences composed of words fimiliar to the subjects, excluding honorific words and dialects. The sentences of the 1st series had 3 words (nouns, verbs and adjectives); the 13th series had 15 words.
Subjects for the experiments were 532 pupils of classes in grades of 2nd through 6th of an elementary school and 93 pupils of the 2nd and 3rd grades of a lower secondary school.
Results of the experiments:
I) Visual memory experiments
A) Experiments with nonsense syllable materials
Average of reproduction and rate of reproduction increased in the highergrades, demonstrating gradual progress in visual memory with age. Differences in the mean values shows That each grade has its own signifi cant variations.
B) Experiments with significant syllable aterials
Results were the same as in the case of nonsense syllables. However, reproduction ranged widely from series of 4 to 15 words in the lower grades, while, in the higher grades, reproduction was higher and concentrated in series of 10 to 15 words.
In the 2nd grade of the lower secondary school, rate of reproduction showed a rapiddrop; its mean value was low. This shall be noted when compared to the results of the nonsense syllable experiments.
II) Auditory memory experiments
A) Experiments with nonsense syllable materials
Results were the same as in the case of visual memory experiments. It may be said that there is an apparent tendency of improvements by age in auditory memory.
B) Experiments with significant syllable materials
In these experiments, auditory memory showed a tendency of progress in the pupils of the elementary school but was apt tobe stagnant among pupils of lower secondary school. It may be said that the auditory memory of significant syllables develops in pupils throughout grades and is stagnant in pupils of higher grades.
III) Visual and auditory menory experiments
A) Experiments with nonsense syllable materials
In pupils of elementary school, rate of reproduction of visual memory was higher than the auditory one, however, in the lower secondary school it was not. This shows a lag of 3 years from the figures in the experiments made by G. M. Whipple. B) Experiments with significant syllable materials. Visual memory was higher than auditory one in both elementary and lower secondary school. Differences in the mean values showed that each grade has significant variations.

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Previously reported literatures on the study of the apprehension for configurations using dots tell us a close relation with I. Q. In the present study, both normal and deaf persons were tested with apprehension for configurations using dots and attempts were made to examine and study the results by development or age, and to find differences between the process of the apprehension for configurations of the normals and that of the deafs.
Results were as follows:
1. Older persons showed higher score.
2. Scores were in parallel with the grades of the tests.
3. Scores were in parallel with the I. Q. of tests.
4. Remarkable difference was found between the scores ofthe deaf and normal persons. The normal did much better than the deaf.
From the above results, it can be seen that there is a considerable inter-relation between the quality of dot configuration apprehension and the intellect. Therefore this experiment using only visual materi als may be used as an index of predicting the intelligence of the deaf.

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The aim of the present investigation was to know whether the amount of retroactive inhibition depends upon the types of learning or not. As for experimental procedure, paired-associates method was used. Stimulus words were two-syllabled nonsense words, and response words were double figures. The interval between the original learning and the interpolatad learning was 3 minutes and that between the interpolated learning and ralearning was 5 minutes. 28 university students were used as subjects.
In the visual type of learning (V), written stimulus word was presented and subject was requested to give the written reply.
In the auditory type of learning (A), stimulus word was given verbally and subject was requested to give oral reply.
Results were as follows:
1. The amount of retroactive inhibition was much less in the type of learning V (original learning)-A (interpolated learning) than in A-A. However, no significant difference was found between A-A and V-V.
2 Retroactive inhibition was stronger when both original and interpolated learnings were of the auditory type than when they were both visual type.
3. In the A-A or V-V the number of intra-list intrusion in the interpolated learning was less than in the original one, and the opposite relation was found with the number of blanks. In the A-V or V-A, on regularity could be found.

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The aims of the present study were to compare the experimental method with the preparatory research method, in the study of such situations as bringing shame, and to make clear the sigrificances of the two method in the research of the problem of emotion.
(1) In a situation that “a pupil listens to his own voice recorded facing his friends for the firsttime,” about half of all pupils in the second year of primary school showed emotion of shame, and the percentage increased by year. Number of thosewho showed “γ” behaviorsuch as looking down, lying on face on the desk or covering face with hand), that is considered as a physical reaction of shame, increased “markedly” with the advance of year. Some other behavior patterns which were seen similarly in the lower grades increased with the advance of year, and the features of behavior become clear.
(2) If we look upon “γ” behavior as a physical reaction to shame, we can say that it is not until about the second year of middle school that “γ” behavior accords with the real experience of shame; girls are quickei than boys in such an accordance of reaction and real experience.
(3) Investigation of the same experimental situations by means of “constitutiontest,” and the comparison of the results of the two experiments on “γ” behavior and the rate of these accordance showed that the reaction-percentage resulted from the former research was much lower than that of the experimental test.
Judging from these facts, we find that the results of the research on emotion show only a general tendency of reaction in the group and that they have no significance as to the real aspects that bring emotion.
As emotion is a complex process of dynamics based on mental set, attitude and objective situation, an experimental method may play an important part in the solution of these problems.

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Although there are special areas within the whole domain of psychology that are commonly disignated as “social”, there is no real point of transition between the social and non-social. At the most simple level, psychology deals with only rather static, immobile objects; at the complex level mobile, powerful, capricious, and causal objects. Thus, it is our methodological conviction that attitudes in strict laboratory situations and attitudes in the most complicated social situations have, essentially, the same psychological mechanism, and that the basic psychological substrate functioning in both instances are the same in nature.
From this point of view, the author studied the polarity of attitude as one of the unitary norm to construct the psychology of attitude. The fact that in certain situation an attitude does involve tension and that the object of an attitude is frequently perceived as demanding action on the part of the individual differentiates attitudes from beliefs in a very important way. It is for this reason that attitude can be designated as either “pro” or “anti” while beliefs are conceived of as neutral.
Generally, there are two aspects in the judgement of scale value of social attitude. In one (S) the scale values are judged in terms of agreement with the statements of attitude, and in the other (S') they are judged in terms of opposition to the statements.
When examined statistically, S-S' has a significant difference. Such significant differences, existing not only in the complicated social situations but also in strict laboratory situations, further psychological investigations and interpretations. The author tried factor analysis of the discriminative threshold in perceptual judgement and found a general factor of attitude in perceptual judgement.

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